1. Bao, J. (2002). Comparative study on composite difficulty of Chinese and British School mathematics curricula. (Unpublished Doctoral Dissertation), East China Normal University, Shanghai, China.
2. Brenner, M. E., Mayer, R. E., Moseley, B., Brar, T., Durán, R., Reed, B. S. & Webb, D. (1997). Learning by understanding: The role of multiple representations in learning algebra. American Educational Research Journal, 34(4), 663–689.
3. Cai, J. (1995). A cognitive analysis of US and Chinese students’ mathematical performance on tasks involving computation, simple problem solving, and complex problem solving [Monograph]. Journal for Research in Mathematics Education Monographs, 7.
4. Clarke, D. (2003). International comparative research in mathematics education. In K.Leithwood, & P. Hallinger (Eds.), Second international handbook of mathematics education (pp. 143–184). Dordrecht, The Netherlands: Kluwer.
5. Cottrill, J., Dubinsky, E., Nichols, D., Schwingendorf, K., Thomas, K. & Vidakovic, D. (1996). Understanding the limit concept: Beginning with a coordinated process scheme. The Journal of Mathematical Behavior, 15(2), 167–192.